Competency-based training for the non-clinical workforce – A feasibility study, using a unique competency framework and career pathway

ABSTRACT

Unlike clinicians, no established competency framework or career pathway exists for the non-clinical workforce from which to establish formal training. This study tests the feasibility of implementing what the authors believe is the first competency framework of its kind for the non-clinical workforce, at level two of a four-tiered career pathway. Level two includes care navigation and signposting roles, capable of reducing clinical workload and improving patient care.

Five Community Education Provider Networks (CEPNs) in South London collaborated to deliver training using the competency framework developed by OHSEL. They recruited employees from community health and social care providers, with predominant interest from primary care. Training included Apprenticeships and CEPN-developed modular training. Results for this largely part-time workforce identified enthusiasm for learning; increased confidence and commitment; a desire for career progression and preference for flexible training with skills directly usable at work. Workplace findings included the need for manager training in coaching and mentoring to support employees implementing new skills, and willingness from clinicians and managers to embrace new roles. Feedback was overwhelmingly positive with outcomes used to develop on-line accredited training. Larger studies are needed to confirm the impact on clinical time and patient care.

KEYWORDS:

• Non-clinical workforce
• competency framework
• care navigation

Acknowledgments

External evaluation was undertaken by Kingston and St Georges University.

The authors would like to thank HEE and OHSEL for their support and encouragement and all the participants of this project for their time, commitment and comprehensive feedback.

Disclosure statement

The authors report no conflicts of interest.

Ethical Approval

As this was a service development, ethical approval was not sought.

Supplemental material

Supplemental data for this article can be accessed here.

Additional information

Funding

This study was funded by NHS England through Health Education England. The funder had no role in the study design; collection, analysis and interpretation of data; or in the writing of the report. The research team was independent from the funding source and all authors had access to the data as it appeared in the final report.